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Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin

Lesson Plans Lesson 17 | 313


Adding Suffixes That Change Base Words’ Final y to iLesson 17

OBJECTIVES

• Students will read words in which the final y of the base is changed to i when a suffix is

added.

• Students will spell words in which the final y of the base is changed to i when a suffix is

added.

• Students will identify when to change the final y of a base to i when a suffix is added.

MATERIALS

• Lesson 17 word cards*

• Base word cards from previous lessons

• Flip cards*

• Suffix math worksheet*

• Word web templates*

• Board and markers or chalk for teacher

• Personal whiteboards and dry-erase markers for students

• Notebook paper

*Blackline master available on CD.

314 | Lesson 17 Lesson Plans



TIPS

• Refer to the Appendix for list of words in which the y of the base changes to i when a

suffix is added.

• The final y rule: If a base word ends in consonant-y, change the y to i before adding the

suffix.

• The i usually retains the sound of the y in the base word. For example, in marry and

married, both the y and i make the /ē/ sound; in cry and cries, both the y and i make the

/ī/ sound. There are a few exceptions, however, such as happily, plentiful, and easily.

• The suffix es is added to a base word ending in consonant-y, rather than the suffix s (e.g.,

cry, cries; puppy, puppies).

• The final y does not change when the suffix begins with i (e.g., ing, ish) because doing

so would create an awkward spelling (e.g., study becomes studying, not studiing). Teach

this exception after students have mastered the final y rule. An example teacher model is

provided in the Generalizations section of this lesson.

• Do not include examples with /ing/ or /ish/ suffixes.

• Provide direct feedback to students.

DAILY REVIEW

DOUBLING RULE AND SILENT E RULE

Write the following words on the board: sliding, risky, ripper, fluffy, riper, madly, moped, crabby,

hopeful, and hopping. Review the doubling rule and the silent-e rule for adding suffixes to base

words. Have students read the words and determine whether the base word changed when the

suffix was added.

Teacher: We have learned two rules about base words that change when a suffix is added. One rule is the doubling rule, in which the final consonant of a base word is doubled. What are the three questions to answer when deciding whether a consonant is doubled?

Emma: Is there only one vowel in the base word?




Teacher: Good, that’s one question. What’s another question to ask yourself?

Yvonne: Does the suffix begin with a vowel?

Teacher: Yes, the suffix must begin with a vowel. What is the final question?

Emma: Is there only one consonant after the vowel in the base word?

Teacher: Yes, those are the three questions. Look at the words on the board and tell me a word that follows the doubling rule...Raymond?

Raymond: ripper

Teacher: What is the base word in ripper?

Raymond: rip

Teacher: Correct. Rip has just one vowel, followed by just one consonant. The suffix, er, starts with a vowel, so the p was doubled.

Let’s review the silent e rule. What is the rule for dropping the e in a base word?

Emma: When the suffix starts with a vowel, drop the silent e.

Teacher: What word on the board has a silent e that has been dropped?

Terrence: riper

Teacher: What is the base word?

Terrence: ripe

Teacher: Excellent. Please read each of the words on the board as I point to it. Say the base word, and then say the whole word. If the base word changed, show me a thumbs-up.

[Point to sliding.]

Students: slide, sliding

[Students show a thumbs-up.]

Have students continue reading words as you point to them.




OPENING

[Write happy, est, and happiest on the board.]

Teacher: Today, we will learn another rule about base words that change when adding a suffix. It is called the final y rule. Happiest is an example of this new rule. The final y in the base word, happy, changes to i before the suffix, est, is added.

MODEL AND TEACH: ACTIVITY 1

INTRODUCE THE FINAL Y RULE

Write the words lucky, silly, study, baby, party, and play on the board. Write the suffixes er, s, ing,

est, and ed on the board. Teach the final y rule: When the final y of a base word is preceded by a

consonant, the y changes to i when a suffix is added, regardless of whether the suffix begins with

a vowel or consonant. Demonstrate the rule on a variety of base words ending in consonant-y.

Demonstrate that a base word ending in vowel-y does not change when adding a suffix.

[Point to lucky.]

Teacher: Please read this word.

Students: lucky

Teacher: I want to add the suffix est to form the word luckiest. The final y rule helps me determine whether the final y changes to i before adding the suffix. The final y changes to i if the answer to the following question is “yes”:

Is the final y in the base word preceded by a consonant?

[Point to k.]

Teacher: Yes, it is. Because the answer is “yes,” the final y in the base word is changed to i...

[Change the y in lucky to i.]

Teacher: ...and the suffix is added.

[Add est to form luckiest.]




Teacher: Lucky, luckiest: Repeat, please.

Students: lucky, luckiest

Teacher: Terrence, what is the next word?

Terrence: silly

Teacher: I want to add ness to form silliness. Let’s figure out whether the final y should change to i. Is the final y in the base word, silly, preceded by a consonant?

Students: Yes.

Teacher: So the final y changes to i before the suffix is added.

[Replace the y in silly with i. Add ness to form silliness.]

Teacher: Silly, silliness: Repeat, please.

Students: silly, silliness

Teacher: Please read the next word.

Students: party

Teacher: I want to form the word parties. Is the final y in party preceded by a consonant?

Students: Yes.

Teacher: So y is changed to i.

[Replace the y in party with i.]

Teacher: When the suffix is s, you add es, instead of s.

[Complete parties by adding es.]

Teacher: Party, parties: Repeat, please.

Students: party, parties

Teacher: Please read the next word.




Students: play

Teacher: I want to change play to playful. Let’s see whether the final y rule causes me to change the final y to i. Is the final y in play preceded by a consonant?

Students: No.

Teacher: So the final y does not change—ful is simply added to the base word.

[Add ful to play.]

Teacher: Read the base word and whole word, please.

Students: play, playful


READING WORDS THAT FOLLOW THE FINAL Y RULEDECODING

Write 10 to 15 words on the board that follow the final y rule (e.g., funnier, soggiest, families,

happiness, carried, monkeys). Teach students to look for the base word and suffix. Think aloud

to demonstrate the process of determining the base word. Then, put the base word and suffix

together to form the whole word.

Teacher: It is important to identify the base word and suffix in words. When reading a word with a suffix, if the letter preceding the suffix is i, that’s a clue that the final y in the base word probably changed to i. For example, if you see this word...

[Point to funnier.]

Teacher: ...you recognize the suffix er.

[Circle er.]

Teacher: The word part in front of it...

[Underline funni.]

Teacher: ...isn’t a word. But you know the final y rule means a final y was changed to i. We can change the i back to y.




[Write funny.]

Teacher: Funny is a word you know. I can put the base word and suffix together to read the word: funny, er, funnier. Repeat, please.

Students: funny, er, funnier

Teacher: Take a look at the next word.

[Point to soggiest.]

Teacher: I see the suffix est.

[Circle est.]

Teacher: The word part in front is spelled s-o-g-g-i. I’ll try using a y instead of the i.

[Write soggy.]

Teacher: Soggy, est, soggiest: Please repeat.

Students: soggy, est, soggiest

Teacher: Here’s an example sentence: My cereal is soggy when I pour too much milk on it.

Who can give me another example of something that is soggy?

Emma: My shoes got soggy when I walked in a puddle.

Teacher: Great! Let’s read the rest of the words.

Continue reading the rest of the words, gradually reducing your scaffolding.

TIPS

Heavily scaffold this activity initially. As students gain proficiency, they will not need to be led

through each step.





SPELL WORDS, USING THE FINAL Y RULEENCODING

Dictate words in which the silent e is dropped when a suffix is added. Model by using the

following steps:

1. Say the word.

2. Say the base word and suffix.

3. Determine whether the final y rule causes the final y of the base word to change to i.

4. Spell the word.

5. Check your spelling by reading the word you wrote.

Teacher: Listen as I model how to use the final y rule when spelling a word.

First, say the whole word, happiness.

Then, say the base word and suffix: The base word is happy, and the suffix is ness.

Determine whether the final y rule causes the base word’s final y to change to i. Is the base word’s final y preceded by a consonant? Yes, p precedes y.

Because the answer is “yes,” I change the final y to i and add the suffix.

[Write the word as you say the letters.]

Teacher: Spell the base word, changing the final y to i: h-a-p-p-i, and then add the suffix: n-e-s-s.

[Complete happiness.]

Teacher: Read the word: happiness.

Now, we’ll all follow the steps together to spell carried. Here’s the word in a sentence: I carried the groceries inside. Say the word.

Students: carried

Teacher: Say the base word and suffix.




Students: carry, /d/

Teacher: Determine whether the final y rule applies. Is the base word’s final y preceded by a consonant?

Students: Yes.

Teacher: So change the y to i and add the suffix.


Teacher: Spell the base word, changing the final y to i: c-a-r-r-i.

When we hear a word that means something is past, and it ends with the /d/ sound, how is /d/ spelled?

Students: ed

[Add the suffix to the word to make carried.]

Teacher: Then, I read the word: carried.

Let’s spell another word: families. Here’s the word in the sentence: Our families are having dinner together. Say the word.

Students: families


Students: family, /z/

Teacher: Apply the final y rule. Is the base word’s final y preceded by a consonant?

Students: Yes.

Teacher: So, will I change the y to i and add the suffix?

Students: Yes.

Teacher: Correct. What suffix says /z/?

Students: s




Teacher: Remember, when you’re adding the suffix s, you change y to i and add es. Now I will spell the word.


Teacher: F-a-m-i-l-i-e-s: Please read the word.

Students: families

GUIDED PRACTICE: ACTIVITY 1

FLIP CARDSDECODING

Gather the flip cards, which have a base word, suffix, and whole word on Side 1 and only the

whole word on Side 2 (see the following graphic). The cards include a variety of learned words

with suffixes; most consist of base words with a final y. Have students go through the cards,

reading Side 1 first, saying only the base word and whole word. After students have read Side 1 of

all the cards, they read Side 2.

study + s = studies

studies

copy + er = copier

copierstudy + s =

studies

studiescopy + er =

copier

copier

SIDE 1 SIDE 2

Teacher: We will read cards with two sides. We’ll start with Side 1, which gives you practice for when you will read Side 2. Side 1 has the base word, suffix, and whole word laid out like an equation, which is something you have seen before. You will say the base word and the whole word.

[Show the copy + er = copier card.]

Teacher: For example, this card would be read copy, copier. Repeat, please.

Students: copy, copier

Teacher: Raise your hand to tell me whether the base word changed...Raymond?




Raymond: Copier has i instead of y.

Teacher: Very good. The final y changed to i. Yvonne, can you tell me why it changed?

Yvonne: Because copy ends with p-y.

Teacher: Wow, that’s impressive knowledge of the final y rule. Here is the next card.

[Show the decay + s = decays card.]

Teacher: On my cue, everyone, say the base word and whole word.

[Gesture.]

Students: decay, decays

Teacher: Good reading! Did the base word change, Emma?

Emma: No, it stayed the same.

Teacher: You’re right. Why didn’t the final y in decay change when suffix s was added?

Emma: Because decay has a-y at the end. If there’s a vowel and then y, it doesn’t change.

Teacher: Correct. When the base word ends with vowel-y, the y doesn’t change. Here’s th word in a sentence: My dentist says I must brush my teeth or they will decay. What do you think decay means?

Terrence: I think it means when something rots and gets bad. If you don’t brush your teeth, they rot.

Teacher: That’s right. Decay means “to rot or decompose.”

Continue reading Side 1 of the cards. When finished, have students read the words on Side 2.

ADAPTATIONS

• Use a spinner to determine the number of cards each student will read.

• When students are reading Side 2, have them say the base word and whole word.





PICK A SUFFIXDECODING AND ENCODING

Compile a stack of base word cards, most of them ending in a y. Write the following suffixes on

the board: ed, er, est, ness, s, es, ly. Display one word card at a time. Have students choose a suffix

to add to the base word and write the newly formed word on their whiteboards. Then have

students read the words. Because students choose which suffix to add, different students will

form different words. This is fine, as long as the words are real words.

Teacher: I will show you a base word, and you will add one of the suffixes on the board to form a new word. You will need to figure out whether the base word changes when the suffix is added. You might not all choose the same suffix; that’s OK, as long as you form a real word. Write your word on your whiteboard. You’ll take turns coming to the board to write your word.

I’ll demonstrate with the first word.

[Show hurry.]

Teacher: What is the word?

Students: hurry

Teacher: Now, I choose a suffix to add. Hmm, I think I will add ed to form the word hurried. Emma, how do I figure out whether the base word changes?

Emma: Look at the end of the word. It ends with r and then y, so you have to change the y to i before you add the suffix.

Teacher: Very nice job. I would like everyone to write hurried on their whiteboards. Hold them up when you are done.

[Students write the word and show their whiteboards.]

Teacher: I see that everyone changed y to i before adding the suffix. I’m impressed! Say the base word and whole word, everyone.

Students: hurry, hurried

Teacher: Here is the next base word.




[Show easy.]

Teacher: Choose a suffix to add that will form a real word.

[Students choose suffixes and write their words on their whiteboards.]

Teacher: This is very interesting because I see two different words that were formed by adding two different suffixes. And each of the words is a real word! Great job. Terrence, please read your word.

Terrence: easier

Teacher: Yvonne, you formed the same word. What suffix did you add?

Yvonne: er

Teacher: Everyone, say the base word and the whole word.

Students: easy, easier

Teacher: Emma, read your word.

Emma: easiest

Teacher: Raymond, what suffix did you and Emma add?

Raymond: est

Teacher: Everyone, say the base word and the whole word.

Students: easy, easiest

Teacher: Raymond, please explain why the base word changed.

Raymond: Because easy ends with s-y, so y changed to i.





SUFFIX MATHENCODING

Distribute the worksheet, which depicts forming words as an equation (see the following graphic).

Dictate words that follow suffix rules that students have learned, mostly words in which the final y

changes to i when a suffix is added. Have students spell the words by completing an equation for

each word.


SUFFIX MATH

Base Word + Suffi x = Whole Word

1 + =2 + =3 + =4 + =5 + =6 + =7 + =8 + =9 + =

10 + =11 + =12 + =13 + =14 + =

Teacher: I’ll dictate words for you to spell. For each word, you’ll complete an equation on your worksheet by filling in the base word, suffix, and whole word. Identifying the base word and suffix is important because it helps us know which spelling rules to follow.

We’ll begin by completing some equations together. The first word is spied. Here’s the word in a sentence: I spied on the club so I could learn their secrets. What’s the word?

Students: spied


Students: spy, /d/

Teacher: Write spy on the base word part of the first equation on your worksheet.

[Students write.]

Teacher: How do you spell spy, Terrence?

Terrence: s-p-y




Teacher: Correct. I’ll write the equation on the board, so you can follow along.

[Write spy on the board.]

Teacher: What is the suffix?

Students: /d/

Teacher: How do you spell the suffix /d/?

Yvonne: e-d

Teacher: That’s right. Write that in the suffix column.

[Students write.]

Teacher: The equation says that the base word plus the suffix equals the whole word. So far, we have spy plus ed. We must determine whether the final y rule will cause the base word to change. Then we can write the whole word. What question do you ask to determine whether the base word changes?

Yvonne: Does the base word end with consonant-y?

Teacher: Does it?

Yvonne: Yes, spy has p-y at the end.

Teacher: Because the answer is “yes,” what does the final y rule say to do?

Students: Change the y to i and then add the suffix.

Teacher: Excellent. Please write the whole word on your worksheet.

[Students write.]

Teacher: Raymond, please say the word and then spell it.

Raymond: spied, s-p-i-e-d

Teacher: Nice job, everyone! The next word is copies. Repeat, please.

Students: copies





Students: copy, /z/

Teacher: Write the base word and suffix on your worksheet.

[Students write.]

Teacher: Emma, how did you spell the base word?

Emma: c-o-p-y

[Write copy on the board.]

Teacher: How is the suffix spelled, Raymond?

Raymond: s

Teacher: That is correct. I’m pleased you remembered that even though the suffix says /z/, it is formed by the letter s.

[Write s on the board.]

Teacher: What is the extra rule about the suffix s when you are applying the final y rule?

Emma: If you change the y to i, add es.

Teacher: Excellent! Now you’re ready to spell the whole word. Complete the rest of the equation for copies.

[Students fill in answers.]

Teacher: Yvonne, how did you spell copies?

Yvonne: c-o-p-i-e-s

Teacher: Yes! Great job, everyone!




INDEPENDENT PRACTICE: ACTIVITY 1

PARTNER FLIP CARDSDECODING

Use the same flip cards as in Guided Practice Activity 1 (see the following graphic for an example).

Have students work in pairs, and give each student a stack of cards. Have Student A show Side 2

of a card to Student B. Then, have Student B say the base word and whole word. Have Student A

use Side 1 to check the accuracy of Student B’s answer. Then, reverse the roles and move on to

another card.

study + s = studies

studies

copy + er = copier

copierstudy + s =

studies

studies

copy + er = copier

copier

SIDE 1 SIDE 2

Teacher: This activity uses the flip cards that we used earlier, but this time, you will read only Side 2, which has the whole word on it. Side 1 will be used to check answers. You will work in pairs.

For example, pretend that Emma and Yvonne are a pair. Emma shows Side 2 of a card to Yvonne. Yvonne says the base word and the whole word, even though Side 2 shows only the whole word. Emma checks Yvonne’s answer by looking at Side 1. Then, Emma and Yvonne switch roles with the next card.


POINT AND READDECODING

Place 15 to 20 word cards faceup on a table. Include a variety of words, so that students apply the

final y rule as well as discriminate among other rules they have learned about adding suffixes to

base words. Point to a word and call on a student to read the word. Use a quick pace. Occasionally

question students to assess their understanding.

Teacher: When I point to a word and say your name, read the word aloud. Everyone else, read silently. I will go quickly, so pay attention.




[Point to earliest.]

Teacher: Yvonne?

Yvonne: earliest

[Point to enjoyable.]

Teacher: Terrence?

Terrence: enjoyable

Teacher: Great job. Now let’s speed it up!

Continue until all the words have been read.

ADAPTATION

• Have students keep the cards they read correctly.

• Turn facedown cards that have been read correctly.


WORD WEBS ENCODING

Have students complete word webs (templates are provided on the CD) for base words ending in

y. Dictate a whole word (e.g., supplier). Have students write the base word in the middle bubble

(supply) and the whole word in one of the outer bubbles. Dictate other words that use the same

base word (e.g., supplies, supplied). Have students write these words in the outer bubbles. Draw a

sample web on the board and demonstrate as you give directions.

Teacher: You will complete a word web for base words ending in y. First, I’ll dictate a whole word: sillier. Write the base word in the middle bubble.

[Write silly in the middle bubble.]

Teacher: Then write sillier in one of the outer bubbles.

[Demonstrate.]




Teacher: I’ll dictate other words with the same base word. Write those words in other outer bubbles. When the web is complete, the middle bubble will show the base word, and the outer bubbles will show words formed when suffixes are added to that base word.

TIP

Choose base words that form at least two whole words.

ADAPTATION

Dictate only the base word and have students think of suffixes to add to form whole words.

MONITOR LEARNING

Check whether students accurately identify base words and suffixes.

GENERALIZATION

After students have mastered the final y rule, teach this exception to the rule: When the suffix

begins with letter i, the base word’s final y does not change.

TEACHER MODELDECODING

Teacher: When the suffix begins with the letter i, the final y is not changed to i. Let’s look at an example.

[Write study on the board.]

Teacher: Read the word, please.

Students: study

Teacher: I want to change it to studying. When the suffix begins with i, the base word’s final y doesn’t change. Since /ing/ begins with i, /ing/ is simply added to the base word.

[Write studying.]




Teacher: If we changed y to i before adding /ing/...

[Write studiing.]

Teacher: ...it would create a double vowel and would be confusing.

[Erase studiing.]

Teacher: Study, studying: Please repeat.

Students: study, studying

[Write baby on the board.]

Teacher: Terrence, what is this word?

Terrence: baby

Teacher: Let’s change it to babyish. Here’s the word in a sentence: Sylvia thought the bow in her hair was too babyish.

Is the final y in the base word preceded by a consonant?

Students: Yes.

Teacher: The suffix begins with i, however, so y does not change to i. I simply add the suffix to baby.

[Write babyish.]

Teacher: Baby, babyish: Repeat, please.

Students: baby, babyish




TEACHER MODELENCODING

Model, using the following steps:

1. Say the word.

2. Say the base word and suffix.

3. Determine whether the final y rule causes the final y of the base word to change to i.

4. Spell the word.

5. Check your spelling by reading the word you wrote.

Teacher: Listen to the word: trying. Say the word.

Students: trying


Students: try, ing

Teacher: Apply the final y rule. Is the base word’s final y preceded by a consonant?

Students: Yes.

Teacher: But the suffix /ing/ begins with i. So, does the final y change to i?

Students: No.

Teacher: Very good! When the suffix begins with i, the base word does not change. Just add the suffix: t-r-y-i-n-g. Please read the word.

Students: trying



clou

dier

citi

es

carr

ies

carr

ier

busi

est

bodi

es

study + s = studies st

udie

s

copy + er = copier co

pier

First of 6 pages First of 18 pages

LESSON 17 WORD CARDS


SUFFIX MATH

Base Word + Suffi x = Whole Word

1 + =2 + =3 + =4 + =5 + =6 + =7 + =8 + =9 + =

10 + =11 + =12 + =13 + =14 + =


WORD WEBS

FLIP CARDS

adding suffixes that change base words ... - texas · pdf fileadding suffixes that change base...

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